جستجوی مقالات مرتبط با کلیدواژه "مطالعات برنامه درسی در آموزش عالی" در نشریات گروه "علوم تربیتی"

The meaning and importance of the curriculum in higher education in connection with the developments of higher education in the social field, has undergone fundamental changes. Hence, the question is how such a situation is represented in the Iranian context? Therefore, the focus of the present study was on the analysis of how to understand the curriculum in Iranian higher education studies using a phenomenological approach. In this context, curriculum studies in Iranian higher education was collected in the last decade by the systematic review method. Using a purposeful sampling technique, 57 articles were selected and qualitatively analyzed in two levels of open and axial coding. As a result, four ways of the understanding curriculum in selected articles, were identified, defined and explained by experimental examples: 1) task-oriented understanding, 2) responsive understanding, 3) project-oriented understanding and 4) learning- research understanding. These ways of understanding were defined and explained by citing empirical examples. The common denominator of the three primary ways is that it dominates the traditional and limited meaning of the curriculum (mechanisms for selecting, organizing and transferring knowledge in a course of study) on the intellectual foundations of curriculum studies in Iranian higher education. Also, the quasi-learning way indicates the dominance of the limited and traditional meaning of the curriculum on the intellectual foundations of the limited number of studies that have studied the curriculum in higher education is based on its broad meaning (the social process of understanding and developing meaningful learning experiences). As a result, understanding the curriculum in Iranian higher education studies is involved in the dogmatism of traditionalism, which can seriously jeopardize its usefulness for the excellence of university education and learning. This study can help to rethink the understanding and intellectual flow of the higher education field of study in order to get out of such an intellectual dogmatism.

This research uses a descriptive-analytic method in order to identify, compare and analyze topical orientations of university textbooks in “Curriculum Studies” in Iran and other countries of the world. Using purposive sampling, 28 English books and 28 Persian books were selected from among all books published domestically and internationally with the title “curriculum studies” and “curriculum”. Data collection was accomplished by using a checklist derived from the topics of an Iranian encyclopedia of curriculum. The findings showed that in Persian books, there was more emphasis on traditional topics of curriculum studies, such as curriculum theories, curriculum planning with especial focus on content selection and organization, as well as formative and final evaluations, while the relevant English books have a more extensive topical distribution and deal with topics such as modern views and discourses, future curriculum challenges, technology-oriented curriculum, policy-making for curriculum, teacher education, curriculum for content fields, curriculum planning for various education levels, and introduction of the famous figures in this field.